Such attempts at unofficial soldiering would be entirely in the spirit in which I believe the New Republic will emerge, but it is in another line of activity that the growing new consciousness will presently be much more distinctly apparent. It is increasingly evident that to organize and control public education is beyond the power of a democratic government. The meanly equipped and pretentiously conducted private schools of Great Britain, staffed with ignorant and incapable young men, exist, on the other hand, to witness that public education is no matter to be left to merely commercial enterprise working upon parental ignorance and social prejudice. The necessary condition to the effective development of the New Republic is a universally accessible, spacious, and varied educational system working in an atmosphere of efficient criticism and general intellectual activity. Schools alone are of no avail, universities are merely dens of the higher cramming, unless the schoolmasters and schoolmistresses and lecturers are in touch with and under the light of an abundant, contemporary, and fully adult intellectuality. At present, in Great Britain at least, the headmasters entrusted with the education of the bulk of the influential men of the next decades are conspicuously second-rate men, forced and etiolated creatures, scholarship boys manured with annotated editions, and brought up under and protected from all current illumination by the kale-pot of the Thirty-nine Articles. Many of them are less capable teachers and even less intelligent men than many Board School teachers. There is, however, urgent need of an absolutely new type of school--a school that shall be, at least, so skilfully conducted as to supply the necessary training in mathematics, dialectics, languages, and drawing, and the necessary knowledge of science, without either consuming all the leisure of the boy or destroying his individuality, as it is destroyed by the ignorant and pretentious blunderers of to-day; and there is an equally manifest need of a new type of University, something other than a happy fastness for those precociously brilliant creatures--creatures whose brilliance is too often the hectic indication of a constitutional unsoundness of mind--who can "get in" before the portcullis of the nineteenth birthday falls. These new educational elements may either grow slowly through the steady and painful pressure of remorseless facts, or, as the effort to evoke the New Republic becomes more conscious and deliberate, they may be rapidly brought into being by the conscious endeavours of capable men. Assuredly they will never be developed by the wisdom of the governments of the grey. It may be pointed out that in an individual and disorganized way a growing sense of such needs is already displayed. Such great business managers as Mr. Andrew Carnegie, for example, and many other of the wealthy efficients of the United States of America, are displaying a strong disinclination